Self-managed learning groups in higher education
Students' perceptions of process and outcomes
Bibliographic Data
| ID | 5262440 |
|---|---|
| Authors | Alf Lizzio (Griffith University, corresponding author), Keithia Wilson (Griffith University) |
| Year | 2005 |
| Volume | 75 |
| Issue | 3 |
| Pages | 373-390 |
| Publication date | 2005-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709905x25355 |
| PMID | 16238872 |
| OpenAlex | W2066378800 |
| Language | EN |
| Citations received | 9 |
| References cited | 36 |
Background. Self-managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method.Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self-managed learning groups, and how these processes are perceived to influence group outcomes.Sample. Participants were undergraduate psychology students who were members of self-managed learning groups.Method. The first study employed qualitative methods (namely, students' written accounts, interviews, and observation) to study learning groups (N =180 students) and identify the process domains. In the second study, first and second year students (N =207) used a questionnaire (based on the domains identified in Study 1) to evaluate the processes and outcomes of their learning groups.Results. Analysis of qualitative data (Study 1) identified seven process domains: task focus, staff support, process learning, environmental fit, managing differences, equity and responsibility, and collaboration and cooperation. Factor analysis of students' responses (Study 2) identified an underlying structure of two process factors: personal responsibility and collaborative climate, and staff support and environmental fit. Both process factors were associated with the self-reported satisfaction and productivity of this group of students.Conclusions. University students' perceptions of the processes of self-managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways
Cooperative learning · Focus group · Higher education · Mathematics education · Medical education · Perception · Process (computing) · Teaching method · Applied Psychology · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Psychology · Social Psychology
Measuring student discussion engagement in the college classroom
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
The Group Must Come First Next Time”
Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks
Do They Have to Like It to Learn from It? Students’ Experiences, Group Dynamics, and Learning Outcomes in Group Research Projects
Teacher organizational citizenship behaviours and job efficacy
In‐group and role identity influences on the initiation and maintenance of students' voluntary attendance at peer study sessions for statistics
Learning from a wiki way of learning
Enhancing the effectiveness of self-managed learning groups
Basic Content Analysis
Learning to Teach in Higher Education
RWG
Relations Between Work Group Characteristics and Effectiveness
Beyond Self-Management
Estimating within-group interrater reliability with and without response bias.
Students' evaluations of University teaching
The Social Fabric of a Team-Based m.b.a. Program
Perceived organizational support.
A Coefficient of Agreement for Nominal Scales
Improving Groupworking Skills in Undergraduates Through Employer Involvement
Social Sharedness’ as a Unifying Theme for Information Processing in Groups
A Predictive Model of Self-Managing Work Team Effectiveness
Work teams
Many hands make light the work
Effects of Academic Departments on Students' Approaches to Studying
University Students' Perceptions of the Learning Environment and Academic Outcomes
A performance indicator of teaching quality in higher education
The development, validation and application of the Course Experience Questionnaire
| Unique citing works | 9 |
|---|---|
| Citations per year | 0.45 |
| Citation span | 2006 - 2022 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |